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ALUMNO PRACTICANTE: María de los Ángeles Svidersky

Período de Práctica: Nivel Inicial

Institución Educativa: Instituto María Auxiliadora – Puerto San Julián

Dirección: Zeballos 1193

Sala / Grado / Año - sección: 1° grado A - TT

Cantidad de alumnos: 23

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Formas geométricas

Clase Nº: 1

Fecha: 05/06/2019

Hora: 13:10 - 13:50hs.

Duración de la clase: 40’

Fecha de primera entrega: 01/06/2019

• Teaching points: Shapes (circle, square, triangle)

• Aims: During this lesson, learners will be able to…

- Identify and name different shapes, while practicing pronunciation of new words
(speaking skills).
- Develop their listening skills by listening to a song and acting it.
- Review colours and numbers by relating them with different shapes.
• Language focus:


REVISION Look! Listen! Sing! Giving Let’s make a
Sit down commands or circle…
Stand up instructions. Stand /ᴂ/
Primary and
secondary colors
Numbers 1-5
NEW Shapes (Circle, Identifying - What is it? Schwa /ə/
square, triangle, shapes. - How many…? Circle /sɜːrkəl/
rectangle, star) Square /skweə/
Look, read and Triangle /ˈtraɪæŋgəl/

• Teaching approach: The lesson is based on the Natural Approach, and organized through
the CBL and TPR procedures.

• Materials and resources: Shapes made with colour papers to present their names.
Cellphone and speaker to listen to the song. A big picture with shapes in different colours
to count and write numbers and small papers for each student.

 Pedagogical use of ICT in class: In this lesson, a song will be used to support the
presentation and exposure of the students to the teaching point. They will listen to a song
and make one of the shapes (circle) they will be learning in order to identify the main
vocabulary of the lesson.

• Seating arrangement: As this group of students are in 1st grade, they should be sitting in
rows. However, I will start the lesson in the main gallery of the school to make them change
the environment and sing the song with enough space to act it.

• Cooperative work: they will sing the song and start the main activity all together but they
will continue working individually in order to develop cognitive skills as they acquire new
vocabulary (identifying and counting shapes). It is still quite difficult to carry out cooperative
or group work activities at this age.

• Assessment: what will be assessed and how: I’ll check that students identify shapes by
encouraging them to listen, repeat and point shapes, then relating pictures with words and
colours (since they are learning to read in their own language and are engaged to the idea
of identifying letters) as I read them and finally, counting and writing numbers next to each
picture. In this way, they will be able to develop listening, speaking (practicing
pronunciation), and reading (relating words with letters) skills in a meaningful way
according to their age and cognitive development. I’ll try to provide them with the
necessary input to encourage them to identify and produce the chunks of language I’m

Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom with the students, since this is the first lesson of the day, and once
they are in their places, I’ll greet students saying:

“Hello children! How are you today?” EA: “Hello teacher!”

I’ll ask students to sit down well on their chairs and be ready to sing the usual welcome

T: “Ok children, first of all we have to start saying… (I’ll wave my hand so they can say
“Hello”) S: “Hello”.

T: “Very good! So, let’s start with our song to say hello.”

Hello, hello, how are you today?
I am happy, happy, happy.
Hello, hello, how are you today?
I am sad, sad, sad.
Hello, hello, how are you today?
I am hungry, I’m hungry today”

Warm-up 5’:

Purpose: to introduce the topic and the teaching points

I’ll invite students to make a queue to go outside again to the main gallery in order to sit in
a circle on the floor and sing a new song all together:

Ok! Today we’re going to make something different. You’re going to STAND UP (I’ll move
my hands to show them what to do) and make a queue to go outside. I’m going to count
until 10 to be ready. 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. Let’s go!”

Once they are outside, I’ll invite them to take their hands and be ready to sing the song:

“Today we’re going to sing a song that some of you already know: Make a circle, do you
remember it?” (some of the students of this group were my students in the kindergarten
last year and they might remember this song that we used to do every week) “Let’s start
with the song:”

“Make a circle big, big, big, small, small, small, big, big, big.
Make a circle small, small, small, hello, hello, hello.
Make a circle round and round, round and round, round and round.
Make a circle round and round, hello, hello, hello.
Make a circle up, up, up, down, down, down, up, up, up.
Make a circle down, down, down, now, sit down.”

Once students are sitting on the floor, I’ll show them three different pictures (a circle, a
square and a triangle)

T: “Ok children, what did we make with the song? A circle, a square or a triangle?”
S: “A circle”
T: “Very good, we made a circle. Is this a CIRCLE?
S: “Yes!”
I’ll continue working in the same way including the other shapes in order to present the
main vocabulary (circle, square, triangle, rectangle and star)
Presentation 10’:

Purpose: to further expose the learners to the target language, to identify shapes and

Now, I’ll show them different shapes of different colours and I’ll say the names of the shapes
asking them to repeat the names and say what colours they are. (a circle, two squares -as it
is usually the most difficult name to remember and in that way I’ll introduce the six colours,
a triangle, a rectangle and a star, using primary and secondary colours).

T: This is a CIRCLE. What is it?

S: A circle!
T: Good! And what colour is it?
T: Great, it’s a RED CIRCLE. What is it?
T: Yes, it is. And this is a SQUARE. What is it?
T: Very good! And what colour is it?
T: That’s right. It’s a BLUE SQUARE. What is it?
I’ll do the same with the other shapes. And every time I’ll ask them to repeat the names,
I’m going to put my hand behind my ear and encourage them to repeat what I said loudly
all together. They should already identify the questions “What is it?” And “What colour is

Transition: I’ll invite them to stand up, make a queue and come back to their sits inside the
classroom to continue working with shapes. “Let’s go to the classroom and look at the
board. What can you say? (I’ll have already displayed many shapes on the board).
Development 15’:

 Activity 1 - 8’:

Purpose: this and the next activities are aimed at fostering contextualized practice of
the teaching points.

I’ll show students a picture with different shapes. I’ll focus on circles, squares and triangles
(the other shapes are going to be worked the following class). I’ll start pointing at different
shapes and ask them to say their names and colours.

T: “So, what is it? Is it a circle, a square or a triangle?”

Once I have pointed at all the pictures, I’ll ask them to count how many shapes they can
count according to the colors.

T: “How many red circles are there?” (I’ll count with them to guide them and I’ll do the
same with all the shapes.)

 Activity 2 - 7’:

Now I’ll give them an individual copy for each student to count and write how many
shapes they can count.
I’ll explain them that they will have to look at the picture, count and write the correct
number, as we have already done on the board.

T: “Now, you’ll have to look, count and write the correct number. How many circles, squares
and triangles can you see?”

Once they finish, they will have to paste the copy in their notebooks.

Closure 5’:

I’ll show them the shapes used at the beginning of the class to remind them the names and
finally I’ll invite students to pack their stationary, and stand up next to their chairs to sing a
song to say good bye.

T: “Today we were working with shapes, so what is it?

S: “Circle”
T: Good, and this?
S: Square
T: Perfect, and this?
S: Triangle
T: Excellent job!! You did it! But now, it’s time to finish. I’m going to count until 10 to pack
your things and be ready to sing our song.”
“Goodbye my friends,
good bye my friends,
I say goodbye
Every day.”
Students have to finish the song and sit down on their chairs.
T: “Goodbye children”
S: “Goodbye teacher”